Maryam Rabbani Rabbani Nia

Ms. Maryam Rabbani Rabbani Nia

orcid

Research Focus & Metrics

Academic Career Length

3Years (2024-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

View All Publications
11 September 2024 in Education Sciences
Verified
Journal Article
Open access
PDF file
ADAnn-Kathrin Dittrich
Ann-Kathrin Dittrich
Irma EloffIrma Eloff
Irma Eloff
WBWietske Boon
Wietske Boon
LWLucas Weinberg
Lucas Weinberg
MNMaryam Rabbani Rabbani Nia
Maryam Rabbani Rabbani Nia
EAEvi Agostini
Evi Agostini
This study focuses on the design and implementation of the Teacher Education and Sustainability Scale (TESS), an instrument to assess the professionalism of teacher educators in relation to sustainability in the context of Agenda 2030 and its 17 Sustainable Development Goals (SDGs). Despite the importance of the SDGs, there is very little research on the identity of teacher educators in relation to sustainability. The Teach4Reach 2.0 project, an international collaboration between the University of Pretoria, the University of Vienna and the University of Innsbruck, aims to fill the research gap in the quantitative measurement of this key area by examining the professionalism of teacher educators in relation to sustainability in order to strengthen their identity. The TESS questionnaire was developed in a structured four-stage process that initially included AI-generated items and was followed by expert refinement and a testing phase with participants from Austria and South Africa. The findings discuss the process of developing the TESS questionnaire and include a critical reflection on AI and on the need for targeted professional development for teacher educators in the field of sustainable development.

18 September 2026 in Student Success
Verified
Journal Article
Open access
PDF file
Irma EloffIrma Eloff
Irma Eloff
ADAnn-Kathrin Dittrich
Ann-Kathrin Dittrich
WBWietske Boon
Wietske Boon
MNMaryam Rabbani Rabbani Nia
Maryam Rabbani Rabbani Nia
LWLucas Weinberg
Lucas Weinberg
EAEvi Agostini
Evi Agostini
As access to tertiary education has increased worldwide, the importance of understanding the complexities of student engagement has become progressively evident. Yet, studies on student engagement are frequently abstract, and commonly informed by statistics on completion rates. Understandings of student engagement at the micro-engagement level are often sparse. The current study utilised Innsbruck Vignette Research (IVR) to explore and explain student engagement at a micro-engagement level across multiple subject fields. Four exemplary vignettes were extracted from a dataset of 22 vignettes, collected at tertiary institutions in Austria and South Africa. Data were collected in statu nascendi (as it emerges) during lectures on music, education, physics, and mathematics. Findings foreground the importance of classroom climate, emotional atmosphere, and intimate interaction interfaces between lecturers and students. Findings furthermore suggest inordinate pressure on lecturers for engagement and propose increased advocacy for student agency in the student engagement equation.